How Gender Impacts the Children’s Math (Essay Sample)
Research Topic is How gender impacts the children's math, children must around 0-8 years old. Look to the conceptual understandings and specific expectations for ideas.
• Introduction – includes definition of the math concept and the rationale; ~
½ page double spaced
• Review – includes 6 to 8 related research journal articles (e.g., Journal of Research in
Mathematics Education; Teaching Children Mathematics is NOT a research journal)
within the early years (0--8 years). The review brings together influential and
well--known research with current and innovative works from peer--reviewed journals
and reflects a survey of the literature rather than a summary (you should be reading
and writing with a critical lens). The review should be 6 to 8 pages, double--spaced and
follow APA formatting.
• Conclusion – brings together the big ideas from the review and makes
recommendations for practice; ~ ½ page double spaced.
How Gender Impacts the Children’s Math
The issue of gender differences in mathematics learning outcomes has been a major problem for the past five decades. Before it was considered as an issue in education, it was not considered to be unusual that more males will study math related disciplines than females and females’ achievements will be lower than their male counterparts. Mathematics has been considered as the base for both scientific and technological knowledge across the world. Therefore, most people across the world have considered it to be the instrument for scientific, technological, political and socio-economic developments. This explains why every child has to study maths in early years.
Gender is a complex force which affects every setting including education. Its impacts are felt in educational outcomes contributing to some of the complicated disparities especially in the discipline of math. Some studies have demonstrated these complicated disparities. For instance, Forgasz, Becker, Lee, and Steinthorsdottir (2010), highlight three critical observations; first, that females in the United States score higher grades in mathematics than males, yet females have more negative attitudes, higher anxiety, lower interest and lower self-confidence than male across the world. Second, Females receive less support in math from their parents and teachers, but they do not recognize this problem. Third, females tend choose math-related careers less than their male counterparts even if they are qualified for the positions.
Much research has been done in respect to Forgasz, Becker, Lee and Steinthorsdottir’s (2010) intriguing observations in regard to gender issues in math. The objective of this paper is to review some of the available literature and highlight some of the recurring and overarching themes that tend to have practical implications for the involved stakeholders.
In order to find the relevant literature for this study, various academic journal databases were accessed to get the required materials. Some of the accessed databases include ProQuest, EBSCOhost, PubMed and Google Scholar. Moreover, the general internet search engine such as Google was used to find additional information. However, to retrieve the relevant materials, the search was narrowed by using specific keywords like gendered math, math outcomes in children and others.
Carmichael (2013) explored the differences in teachers’ ratings of children’s achievements in various mathematical aspects. Carmichael conducted a secondary analysis on the data obtained from the Longitudinal Study of Australian Children (LSAC). The study focused a group of children aged between four and five years in 2006 and later in 2008. Teachers of these children were requested to provide their ratings on the performance of these children when they are between four and six years and later when they are between eight and nine years. The teachers had to assess the proficiency of their students on various aspects such as patterns, place values, whole numbers, quantity estimation, utilization of various strategies to solve math problems, fractions quantity estimation among others. The general results of this study are in line with the cited literature in the paper. The results demonstrate that there are no significant differences in the students’ performance in respect to gender. However, there was evidence which demonstrated that more males occupied the upper performance group than females in the second wave. Moreover, although the achievement levels between males and females were small, it appears to increase between the two waves supporting the claims that male performance may exceed those of females. ...
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